For students operating in an online environment, making support services available in the same fashion is vital to their ongoing success. Even for students attending classes face-to-face, allowing the option for online support makes sense as students are researching and writing online.
This article examines the disparity between the recent increase in online postsecondary education course offerings and the failure of institutions to provide an equitable increase in online writing tutoring and support for online learners.
This study investigates connections between asynchronous online feedback from writing center (WC) tutors and revision by non-native speakers (NNS). The chapter specifically examines work by students who speak English as a foreign language (EFL) at an American university in Greece.
Much of the scholarship on writing centers narrates the stories of writers and their texts as told by tutors, administrators, and researchers. In an effort to bring writers’ voices to the forefront, this empirical study examines the types of questions and concerns writers have about their writing as submitted through the Purdue Writing Lab’s OWL Mail, an online, asynchronous question-and-answer email platform.
In recent years, scholars within the writing center community have urged for improved research practices within the field. Lore and experience have long been the field’s guiding influence.
From 2012 to 2015, the online grammar program Grammarly® was claimed to complement writing center services by 1. increasing student access to writing support; and 2. addressing sentence-level issues, such as grammar. To test if Grammarly® could close these two gaps in writing center services, this article revisits the results of a Spring 2014 study that compared Grammarly®’s comment cards to the written feedback of 10 asynchronous online consultants.
This case study examines the differences in comments offered by asynchronous online writing center consultants to L1 and L2 speakers and examines the potential disconnects in consultant perceptions of their practice. The researchers collected and coded sample papers and interviewed participants to contextualize data from the quantitative portion of the study.
This chapter explores the web presence needed for instructors, students, administrators, and staff as hybrid courses are implemented at the institutional level and discusses the physical presence (office(s) and staff) needed to effectively provide and sustain online support for hybrid education.
Motivated by increasing international student writing center use to learn more about second language writing development and its assessment, we conducted a case study of an undergraduate writer who submitted drafts to online tutoring over two years. Synthesizing the perspectives and methods of Applied Linguistics with those of First-Language Composition, we assessed the writer’s short- and long-term progress in the rhetorical, linguistic, and writing process components of her writing development.
This chapter offers a different perspective on asynchronous online writing tutoring based on the teaching practices in place at the Centre for Academic Writing (CAW), Coventry University, England. It develops a new theoretical framework for existing tutorial practices and suggests juxtaposition through parenthetical comments as a pedagogically-sound strategy for teaching critical thinking in asynchronous online student-tutor communication and potentially in other teaching contexts.